Half Hollow Hills CSD Science Department
GRADE 5 UNIT: Cells Essential Question
How does cell theory support the basis of life?
New York State Standards/Key Ideas:
Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KEY IDEA 1: Living things are both similar to and different from each other and nonliving things.
New York State Performance Indicators: • Compare and contrast the parts of plants, animals, and one-celled organisms.
Major Understandings:
Students will understand that:
• Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size. • The way in which cells function is similar in all living things. Cells grow and divide, producing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do. • Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and / or chloroplasts. Many cells have a nucleus. • Some organisms are single cells; others, including humans, are multicellular. • Cells are organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism includes cells, tissues, organs, and organ systems. • Multicellular animals often have similar organs and specialized systems for carrying out major life activities.
GRADE 5
Cells
Essential Questions: • What are the characteristics of living things, and what life processes do they carry on? • What are the cell parts and their functions in maintaining life? • How are living things similar and different from each other?
Students will know: The characteristics of living things and nonliving things. The life processes of organisms. The structure, composition, and function of the cell membrane. The major organelles found in the cell and describe their functions. The structure and functions of the cell nucleus. How animal and plant cells are similar and different. The characteristics of multicellular organisms. Students will know key terms: Vocabulary: organelles stems cell membrane genetic material multicellular roots leaves • • • • • • • •
Skills:
Students will be able to: • Identify the parts of a cell. • Use obervations to creat models, diagrams and charts to compare and contrast plant and animal cells. • Analyze and explain cell theory. • Manipulate a microscope. • Use information technology to retrieve, process and communicate information about cells.
Resources:
Internet Resources: • http://www.cellsalive.com/ • http://www.purchon.com/biology/cells.htm
Half Hollow Hills CSD Science Department
Unit: Cells
Grade: 5
MINILESSON 1 Understand the parts and functions of a microscope. M1: Microscope Mania: Station 5 Scope Basic and “Laboratory Skills Assessment” worksheet
MINILESSON 2 Manipulate a microscope. M2: Microscope Mania- Station 3 Select a Slide
MINILESSON 3 Classify the characteristics of biotic and a-biotic. M3: Living/Non-living T-chart
MINILESSON 4 Identify the parts of animal and plant cells. M4: Drawing a plant/animal cell; Transparency 5/6 blank cell worksheets
MINILESSON 5 Identify the functions of animal and plant cells. M5: Refer back to transparency 5/6 (page 14,16)
MINILESSON 6 Investigate how water travels through a plant. M6: “Where does the water go?”
MINILESSON 7 Compare and contrast the animal and plant cell. M7: Plant/animal cell Venn Diagram; “Do The Research” worksheet; Comparing Cells activity worksheet
MINILESSON 8 Make a model of the plant cell and animal cell. M8: It’s Alive, Alive, Allllllliiiiivvvvveeeeee!
MINILESSON 9 Effectively discuss the process of photosynthesis and respiration. M9: Cells At Work-Photosynthesis and Respiration
MINILESSON 10 Classify and analyze the way in which cells are sequenced with regard to their structural organization. M10: Levels of Structural Organization; The Different Jobs of Cells
Half Hollow Hills CSD K-5 Science Unit Assessment
UNIT: Cells Performance Level
Measurable Skill Uses Inquiry and observation skills to generate a hypothesis
GRADE LEVEL: 5
The performance level measures knowledge and understanding of the science concepts being taught in this unit. The following items should be considered when determining student performance level: Formal Assessments- tests, quizzes, graded assignments, labs & projects Informal Assessments- discussions, observations, trivia, journal
A student who consistently displays this skill will: • • •
Applies skills: gathers, classifies, measures, and records data
•
Communicates scientific ideas effectively using content specific vocabulary
•
Makes generalizations, draws logical conclusions, analyzes and interprets data
•
•
• •
• • •
Ask and answer “why” questions Observe, discuss, record and compare observations Formulate an educated guess or prediction (hypothesis) based on observations and background knowledge Contribute to the development of a plan to test their hypothesis Share and carry out the proposed plan; collect, measure and record data Communicate their findings in a variety of ways Use science vocabulary appropriate for the level and unit Organize data in charts, tables, notes, or journals
Connect their findings to the real world Ask and answer “what if” questions Make predictions based on collected data Reword or rephrase explanations based on their own findings
Specific Unit Indicator M1 – Microscope – Lab Skills Assessment, Microscope Mania Station 5. M2 – Microscope Mania Select a Slide. M6 – Where Does the Water Go. M7 – Comparing Cells. M2 – Microscope Mania Select a Slide. M3 – Characteristics of Living and Nonliving T-chart. M4 – Drawing an Animal and Plant Cell, Label plant and animal cell. M6 – Where Does the Water Go. M7 – Comparing Cells M1 – Microscope – Lab Skills Assessment, Microscope Mania Station 5. M2 – Microscope Mania Select a Slide. M3 – Characteristics of Living and Nonliving T-chart. M4 – Drawing an Animal and Plant Cell, Label plant and animal cell. M5 – Explain the functions of the parts of a plant and an animal cell. M6 – Where Does the Water Go. M7 – Comparing Cells, Venn Diagram, Do the Research M8 – It’s Alive, The Incredible Edible Cell. M9 – Cells at Work. M10 – Levels of Structural Organization. M2 – Microscope Mania Select a Slide. M6 – Where Does the Water Go. M7 – Comparing Cells M9 – Cells at Work. M10 – Levels of Structural Organization.
Half Hollow Hills CSD Science Department
GRADE: 5 UNIT: Human Body Essential Question
How do the major human organ systems interact to maintain a healthy body?
New York State Standards/Key Ideas:
Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KEY IDEA 1: Living things are both similar to and different from each other and nonliving things.
New York State Performance Indicators:
• Explain the functioning of the major human organ systems and their interactions.
Major Understandings:
Students will understand that:
• Each system is composed of organs and tissues which perform specific functions and interact with each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, control, coordination, reproduction, and protection from disease. • Tissues, organs, and organ systems help to provide all cells with nutrients , oxygen, and waste removal. • The digestive system consists of organs that are responsible for mechanical and chemical breakdown of food. The breakdown process results in molecules that can be absorbed and transported to cells. • During respiration, cells use oxygen to release the energy stored in food. The respiratory system supplies oxygen and removes carbon dioxide (gas exchange). • The excretory system functions in the disposal of dissolved waste molecules, the elimination of liquid and gaseous wastes, and the removal
of excess heat energy. • The circulatory system moves substances to and from cells, where they are needed or produced, responding to changing demands. • Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is accomplished by the interaction of the skeletal and muscular systems, and coordinated by the nervous system. • The nervous and endocrine systems interact to control and coordinate the body’s responses to changes in the environment, and to regulate growth, development, and reproduction. Hormones are chemicals produced by the endocrine system; hormones regulate many body functions.
Essential Questions: • • • • •
How do human organ systems interact? How are organ systems arranged in the body? What are the benefits of human organ systems being separate? Are some systems more important than others? How does oxygen and nutrients affect all organ systems?
Students will know: • • • •
The function of each human organ system. Each system is interdependent. Their actions can affect the functioning of their own organ systems. Students will know key terms: Vocabulary: respiration digestion molecules interdependence excretion nutrients energy circulation cells organs disease muscles tissues nutrients hormones
GRADE 5
Human Body
Skills:
Students will be able to: • Identify the structure and function relationships of organs. • Manipulate a microscope. • Sequence events (Flow of air, circulatory pattern). • Identify cause and effect relationships. • Follow safety procedures in the classroom. • Illustrate the location of the organs in the body.
Resources: • http://www.kidshealth.org/kid/body/mybody.html • http://www.harcourtschool.com/activity/bodyintro_34/index.ht
Half Hollow Hills CSD Science Department
Unit: Human Body
Grade: 5
MINILESSON 1 Discuss how each system performs specific functions and how they interact with each other. MINILESSON 2 Touch upon the main functions of the skeletal system. 1. Shape and support your body. 2. Protect the organs inside your body. 3. Work with the muscular system to move the parts of your body. M1: Choose activity 2 or activity 7 from “Activities for the Skeletal System” sheet.
MINILESSON 3 Create a model of the skeletal system. M2: “Making the Model” worksheet; Refer to activities if necessary.
MINILESSON 4 Discuss the main functions of the muscular system. M3: Activities for the Muscular System-Activities 3 and 4
MINILESSON 5 Discuss the main functions of the Respiratory System. M4: Choose from activities 1 or 2 from worksheet “Activities for the Respiratory System” & “What Makes Air Go In and Out” worksheet.
MINILESSON 6 Create a model of the respiratory system. M5: The Respiratory System “Making the Model”
MINILESSON 7 Discuss the main functions of the digestive system. M6: Choose activity 1 or 2 from “Activities for the Digestive System” worksheet. “Digest This” activity may be used as well.
MINILESSON 8 Create a model of the digestive system. M7: The Digestive System “Making the Model”
MINILESSON 9 Discuss the main functions of the circulatory system. M8: “Activities for the Circulatory System” worksheet
MINILESSON 10 Create a model of the heart. M9: The Heart “Making the Model”
Half Hollow Hills CSD K-5 Science Unit Assessment
UNIT: Human Body Performance Level
Measurable Skill Uses Inquiry and observation skills to generate a hypothesis
The performance level measures knowledge and understanding of the science concepts being taught in this unit. The following items should be considered when determining student performance level: Formal Assessments- tests, quizzes, graded assignments, labs & projects Informal Assessments- discussions, observations, trivia, journal
A student who consistently displays this skill will: • • •
Applies skills: gathers, classifies, measures, and records data
•
Communicates scientific ideas effectively using content specific vocabulary
•
Makes generalizations, draws logical conclusions, analyzes and interprets data
GRADE LEVEL: 5
•
• •
• • • •
Ask and answer “why” questions Observe, discuss, record and compare observations Formulate an educated guess or prediction (hypothesis) based on observations and background knowledge
Contribute to the development of a plan to test their hypothesis Share and carry out the proposed plan; collect, measure and record data
Communicate their findings in a variety of ways Use science vocabulary appropriate for the level and unit Organize data in charts, tables, notes, or journals
Connect their findings to the real world Ask and answer “what if” questions Make predictions based on collected data Reword or rephrase explanations based on their own findings
Specific Unit Indicator M1 –Discuss The main function of the Skeletal System, Choose activity 2 or activity 7. M3 – Discuss the main function of the Muscular System, Choose activity 3 or 4. M4 – Discuss the main function of the Respiratory System, Choose activity 1 or 2. M6 – Discuss the main function of the Digestive System, Choose activity 1 or 2. M8 – Discuss the main function of the Circulatory System, complete activity. M1 –Discuss the main function of the Skeletal System, Choose activity 2 or activity 7. M3 – Discuss the main function of the Muscular System, Choose activity 3 or 4. M4 – Discuss the main function of the Respiratory System, Choose activity 1 or 2. M6 – Discuss the main function of the Digestive System, Choose activity 1 or 2. M8 – Discuss the main function of the Circulatory System, complete activity. M1 –Discuss the main function of the Skeletal System, Choose activity 2 or activity 7. M2 – Create a model of the skeletal system. M3 – Discuss the main function of the Muscular System, Choose activity 3 or 4. M4 – Discuss the main function of the Respiratory System, Choose activity 1 or 2. M5 – Create a model of the respiratory system. M6 – Discuss the main function of the Digestive System, Choose activity 1 or 2. M7 – Create a model of the Digestive System. M8 – Discuss the main function of the Circulatory System, complete activity. M9 – Create a model of the heart. M1 –Discuss the main function of the Skeletal System, Choose activity 2 or activity 7. M2 – Create a model of the skeletal system. M3 – Discuss the main function of the Muscular System, Choose activity 3 or 4. M4 – Discuss the main function of the Respiratory System, Choose activity 1 or 2. M5 – Create a model of the respiratory system. M6 – Discuss the main function of the Digestive System, Choose activity 1 or 2. M7 – Create a model of the Digestive System. M8 – Discuss the main function of the Circulatory System, complete activity. M9 – Create a model of the heart